Texas Education Agency's (English & Spanish) and other dyslexia-related resources. ()
Dyslexia is a brain-based learning disability that makes learning to read, write, and/or spell difficult despite adequate instruction and intelligence. Students with dysgraphia, a related learning disorder, demonstrate academic challenges in handwriting, spelling, and written expression. For more information review:
- English
- Spanish
Characteristics
Risk factors and signs of dyslexia:
- Family history of dyslexia or reading difficulty
- Early language difficulties such as delayed speech or trouble pronouncing words
- Difficulty identifying and manipulating individual sounds within words
- Challenges learning letter names
- Difficulty recalling the names of letters, numbers, and familiar objects
- Avoidance of reading and writing tasks
- Inaccurate or slow reading
- Difficulty with note taking and producing written work
- Over use of pictures to guess at words
Primary characteristics include difficulties:
- Learning the sounds letters make
- Reading words in isolation or reading unknown words
- Reading smoothly with enough speed and accuracy to comprehend
- Spelling
Secondary characteristics may include difficulty:
- Expressing ideas or concepts in writing
- Understanding what is read
Screening
Per Texas Education Code (TEC), §38.003, all kindergarten and first-grade students in AISD are screened for dyslexia and related disorders. Kindergarten students are screened at the end of the school year and first-grade students are screened before January 31st. AISD uses NWEA MAP Map Fluency to meet the requirements of (TEC), §38.003, K/1 Dyslexia Screening. Screening results are shared with families. At this time, there is not an instrument available for the purposes of screening for dysgraphia, nor is formal screening required.
Evaluation
To meet federal and state requirements, AISD provides timely evaluation and identification of students with dyslexia. Professionals conducting assessment (e.g school psychologists or educational diagnosticians) for the identification of dyslexia look beyond scores on standardized assessments alone and examine the student’s classroom reading performance, educational history, and early language experiences as part of a comprehensive evaluation.
Anytime your child’s school suspects a student has dyslexia or dysgraphia and needs services, the school must ask for parent consent to conduct a Full Individual Initial Evaluation (FIIE) through special education. Evaluations through the special education process makes sure that students who are eligible for special education services are identified and provided the support they need. Students are not evaluated without parent consent.
Interventions and services:
In accordance with 19 TAC §74.28(c), Â鶹¹û¶³´«Ã½ ISD has purchased and implements evidence-based intervention programs for students with dyslexia and related disorders to be implemented by a trained teacher in dyslexia. Special education teachers, dyslexia interventionists, and classroom teachers may provide dyslexia intervention. Students with dyslexia may benefit from accommodations, assistive and instructional technology, and services as documented through a child’s special education or Section 504 plan.
Per HB 3928, evidence-based dyslexia programs are considered specially designed instruction (SDI) (i.e., a special education service). An admission, review, and dismissal (ARD) committee will ensure, for a student with dyslexia eligible under IDEA, that the SDI contains all elements of an evidence-based dyslexia program as outlined in the Handbook. Accommodations (e.g., additional practice, smaller groups or individual instruction, longer time to progress) may be listed in the student’s individualized education program (IEP) and provided based on student need.
What services might look like:
All students receive an evidence-based language arts curriculum provided by their classroom teacher. Students identified with dyslexia may also receive direct services and supports including dyslexia intervention and accommodations. All programmatic decisions are made by the ARD or Section 504 committee. Below are examples of what services and supports may look like at both elementary and secondary campuses.
| Services and Supports | Elementary (PK-5/6) | Middle (6/7-8) and High School |
|---|---|---|
| Implementation of evidence-based classroom instruction and/or intervention |
Students receiving direct services will meet in small groups to participate in an evidence based reading intervention program implemented by a specially trained teacher in accordance with the Texas Dyslexia Handbook. AISD supports different curricula based on the student’s needs. Small group dyslexia intervention programming is provided by a campus dyslexia interventionist, classroom teacher, or special education teacher specially trained to implement the program. The programs include the critical evidence based components of dyslexia instructions outlined in the Texas Dyslexia Handbook. The delivery of instruction is systematic, explicit, and cumulative. Students build sound awareness, word reading, handwriting, spelling, reading fluency, vocabulary, and reading comprehension skills. Progress is monitored through measuring word level reading and fluency skills, along with all required classroom, district and state assessments. |
Students may be enrolled in a credit-bearing semester or year long supplemental reading elective to receive reading or dyslexia intervention (in addition to their required language arts or English course). Students receiving direct services will meet in small groups to participate in an evidence based reading intervention program implemented by a specially trained teacher in accordance with the Texas Dyslexia Handbook. AISD supports different curricula based on the student’s needs. Small group dyslexia intervention programming is provided by a campus dyslexia interventionist, classroom teacher, or special education teacher specially trained to implement the program. The programs include the critical evidence based components of dyslexia instructions outlined in the Texas Dyslexia Handbook. The delivery of instruction is systematic, explicit, and cumulative. Students build sound awareness, word reading, handwriting, spelling, reading fluency, vocabulary, and reading comprehension skills. Progress is monitored through measuring word level reading and fluency skills, along with all required classroom, district and state assessments. |
| Accomodations | The committee determines appropriate accommodations such as:
|
The committee determines appropriate accommodations such as:
|
| Screening and Identification |
K/1 Dyslexia Screener: Campuses screen students in Kindergarten (in April) and First Grade (in January) for dyslexia per state law. The screening is conducted using the MAP Reading Fluency digital assessment platform in English or Spanish. K-2 Early Reading Indicator: Campuses implement a K-2 reading diagnostic at the beginning, middle, and end of the year to identify students at risk for reading difficulties, including dyslexia. The diagnostic is conducted using the MAP Growth Reading digital assessment platform in English or Spanish. Anytime a campus or parent suspects dyslexia, the campus will convene a Child Study Team (CST) or special education meeting to review records, collect additional data, and determine if referral for evaluation for dyslexia is appropriate. |
Grade 7: Campuses administer a reading diagnostic to students who do not pass the STAAR Language Arts assessment at the end of 6th grade to identify reading difficulties. The diagnostic is conducted using the MAP Growth Reading digital assessment platform. Anytime a campus or parent suspects dyslexia, the campus will convene a Child Study Team (CST) or special education meeting to review records, collect additional data, and determine if referral for evaluation for dyslexia is appropriate. |
The Texas Dyslexia Handbook is developed and adopted into administrative rule by the Texas State Board of Education. The handbook contains guidelines for school districts to follow as they identify and provide services for students with dyslexia. In addition, information regarding the state's dyslexia statutes and their relation to various federal laws is included. The updated Texas Dyslexia Handbook, linked below, is in effect as of June 30, 2024.
- Update English, Spanish, and supplemental FAQ pages
- dyslexia simulation from Understood.org
- - documentary English
- -documentary Spanish
is a national nonprofit dedicated to helping individuals with dyslexia, their families, and the communities that support them. Visit their site to connect with a local branch near you, find IDA-member providers in your area, and learn more about dyslexia.
seeks to illuminate the strengths of those with dyslexia, disseminate information, practical advice, and the latest innovations from scientific research, and transform the lives of children and adults with dyslexia. Visit their site to learn more about their cutting edge research and get concrete tips for parents, educators, and individuals with dyslexia.
Talking Book Program
Senate Bill 2075 was passed by the 86th Legislature requiring school districts to notify the parents or guardians of students who have or are at risk to have dyslexia or other reading difficulties of the Talking Book Program (TBP) maintained by the Texas State Library and Archives Commission. The TBP offers audio books at no-cost. For more information, contact the TBP at 1-800-252-9605 or 512-463-5458 or visit their website.
Learning Ally
offers more than 75,000 digitally recorded audiobooks (including both textbooks and literary titles) in English and Spanish and is available to eligible students. Contact your child’s campus principal or Necol.Roager@austinisd.org to learn more
Â鶹¹û¶³´«Ã½ ISD is proud to host the Central Texas Dyslexia Conference, a free learning opportunity for families, community members, and educators. The 2024 Central Texas Dyslexia Conference starts on October 6.
Teachers, such as reading specialists, master reading teachers, general education classroom teachers, or special education teachers, who provide dyslexia intervention for students are not required to hold a specific license or certification. However, these educators must at a minimum have additional documented dyslexia training aligned to 19 TAC §74.28(d) and must deliver the instruction with fidelity. This includes training in critical, evidence-based components of dyslexia instruction such as phonological awareness, sound-symbol association, syllabication, orthography, morphology, syntax, reading comprehension, and reading fluency. In addition, they must deliver multisensory instruction that simultaneously uses all learning pathways to the brain, is systematic and cumulative, is explicitly taught, uses diagnostic teaching to automaticity, and includes both analytic and synthetic approaches.